What I Have Learned

One hope that I have when I think about working with children and families who come from diverse backgrounds is simple. As a future early childhood educator I want to provide a program that will allow children and families the opportunity to be able to feel comfortable in the classroom environment.

One goal I would like to set for the early childhood field related to issues of diversity, equity, and social justice is to make sure all educators are prepared for these issues as they occur.  This goal can be met by providing workshops and programs that will address these issues of diversity, equity, and social justice.

I would like to thank the instructor and colleagues for the insights given to me throughout this course. I have enjoyed the discussions and blog assignment. I have learned so much. Good luck to everyone as we continue this journey.

Tonetta Bogard- Marion

Creating Art

Human Family
Poem by Dr. Maya Angelou
Read at the dedication of the Disney Millennium Village

I note the obvious differences
in the human family.
Some of us are serious,
some thrive on comedy.
Some declare their lives are lived
as true profundity,
and others claim they really live
the real reality.

The variety of our skin tones
can confuse, bemuse, delight,
brown and pink and beige and purple,
tan and blue and white.
I've sailed upon the seven seas
and stopped in every land.
I've seen the wonders of the world,
not yet one common man.

I know ten thousand women
called Jane and Mary Jane,
but I've not seen any two
who really were the same.
Mirror twins are different
although their features jibe,
and lovers think quite different thoughts
while lying side by side.

We love and lose in China,
we weep on England's moors,
and laugh and moan in Guinea,
and thrive on Spanish shores.
We seek success in Finland,
are born and die in Maine.
In minor ways we differ,
in major we're the same.

I note the obvious differences
between each sort and type,
but we are more alike, my friends
than we are unalike.

We are more alike, my friends,
than we are unalike.
We are more alike, my friends,
than we are unalike.

Start Seeing Diversity Blog: “We Don’t Say Those Words in Class!”

I can recall a time when I was the lead three year old teacher at a preschool and we were all sitting in a circle discussion the day’s lesson. A little boy got up from his seat and out of blue start saying with his hand raised in the air white power. I sit there for moment speechless. So, I asked him What did you say? He repeated it again white power. I was floored from his comment. I told him that that was not a nice thing to say.  He really did not understand what he had or why I telling him that it was not a nice thing to say.  I went and got the director and told her what he said. She immediately called his parents and told them what he had said. That afternoon when they came in they were in shocked and embarrassed about his comments. They apologize for comments in the classroom. They explained to me that they were watching the David Chappel Show and they thought that he was sleep in his room and during this episode   Chappel does a skit about men talking about white power. They guess that he overheard what was said and repeated the next day.  They were very embarrassed and continue to apologize.

I think I handle it in the appropriate matter, because he didn’t know what he was saying. The little boy was just repeating what he had heard the other night.

An example of how an anti-bias educator might have responded to support the child would be to just listen. Stay calm and interested. Figure out what the child wants to know. It may not be what the question appears to be on the surface. Listen for feelings behind the words. Answer matter-of-factly and simply. Use language appropriate to the child’s developmental understanding. Always respond and always follow up. Decide whether a particular child’s question warrants follow-up activities with all the children (Sparks & Edwards, 2010).

Reference:

Derman-Sparks, L., Edwards, J., Hoffman, E., (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYC.

Gender, Gender Identity, and Sexual Orientation

My respond to a parent or family member who inform me they did not want anyone who is perceived (or self-reported homosexual or transgender to be caring for, educating, and or interacting with their child is by reassuring them that their sexual orientation should not have any bearing on their child or children receiving a high quality education. I would also inform them that they are entitled to their opinion.  After reassuring them that sexual orientation of the educators should not be problem and give them the option of finding another program that can meet their families’ needs.

My opinion on the inclusion of books depicting gay or lesbian individual such as same- sex partnered families is at this age children are beginning to discover themselves and the sexual orientation of families should not be an issue in my opinion. I haven’t read any children books or watch any DVD that deal with the topics of gay or lesbian individuals. I think before implementing this into your curriculum, this has to be discussed with faculty, staff, and parents. As a whole I don’t feel this should be addressed in the early childhood program unless it has to be addressed.

Reference:

Laureate, (2010). "Start Seeing Diversity: Gender  "Start Seeing Diversity: Sexual Orientation

Reflecting on Communication in the Early Childhood Field - Blog Assignment

As I moved on into my specialization I take with me what I have learned through the many experiences of my colleagues throughout this course and other courses I have taken. I have learned the importance of being an effective communicator. We all have as a team worked together to get through this course.  The helpful information that I have gained can be used as resources throughout my early childhood career. I have a limited amount of experience in the early childhood field, but I hope what I do know has help my colleagues on their journey as well. I wish my colleagues much success on their journey. If you ever need anything my information is listed below

Yahoo e-mail: redroom3s@yahoo.com

Hot-mail:  tmarion1970@hotmail.com

Work e-mail: tmarion@hssdk.12ms.us

The Adjourning Phase

It was not necessarily the high performing groups that was the hardest to leave for me. I have worked in groups that were a struggle from beginning to end. We couldn’t seem to agree on anything.  I remember the friend I made and things we finally got accomplished through our struggles.  When we finally got to the end of class and presented our group project it was a bitter sweet ending to a lot of hard work. We all form lasting friendships with classmate just by working in a group.

I guess a ritual for me would be at the end of a project we all thank one another for the contribution we all put into making the project work or not work. We always discuss what we all could have done differently to make the project better. We ended all class and group’s projects by saying see in you in next course.

I really don’t know how I will adjourn from the colleagues I have met through this master’s program. I hope I have form lasting friendships with a group of individual who shared the love and passion for children. It has been a wonderful journey.

Adjourning for me is essential stage of teamwork because no matter how good a team works together eventually you have move on. It saying that I heard a lot and I am sure you have heard it to, “All Good Things Must Come to an End.”

Disagreements or conflicts

The only conflict or miscommunication that I have experience is every month we have to send monthly reports into the state. These records determine if our schools are funded. Each school has a clerk that submits the report. I work with the high school clerk who thinks her way of doing the records are the only correct way of doing them. I tried to explain to her if I do them a little different I still get the same results. She kind of still believed her way is the only way of getting them done, because she has done the same job for over twelve years.

In order to resolve this conflict I used the 3R’s. I reminded her that everyone does their jobs in a different way. Even though she had twelve years of experience I still had to learn how to do it my own way and feel comfortable doing the job.  I do respect her opinion. I have learned so much from her and I trusted her ability to get the job done because of her many years of experience doing the job. I wanted to gain her trust in me and my abilities to the job my way and get the same results.  After she saw that I knew what I was doing the feeling of the job being done and reports getting in on time, the feeling of trust were reciprocal for the both of us.